This book investigates the study abroad profile of non-native speaker teachers of English, exploring the impact of studying abroad on the acquisition of sociopragmatic variation patterns and the relationship between such patterns and identity development.
Introducing the concept of loci of learning, the book provides a compelling insight into the relationship between the duration of study abroad and the intensity and diversity of access to the target language. It then proceeds to explore the impact of varying degrees of intensity and diversity of language contact on the development of...